This paper argues that Plato’s Meno does not offer evidence for a belief, commonly attributed to Plato, that we when learning something recollect what we learn from previous existences. This “theory of recollection” is a construct based on a reading of the relevant passages in the Meno which does not take into account the dialectical aspect of Socrates’ discussion with his interlocutor. And in one passage (81e3) it is based on a variant reading for which a better and better (...) attested reading is available. The reference to recollection is used to make Meno agree to an absurd position. (shrink)

I discuss the "theory of recollection" in Plato's Meno (81a–86c). Socrates' comments on the "geometry lesson" (85b8–86c3) are used to support the claim that, in a Socratic dialogue, we ought to differentiate between between non-committal and committal questions (= those implying a commitment of the questioner). It is then argued that the "theory of recollection" is no Platonic doctrine: Socrates uses Pythagorean material against Meno who is acquainted with the Pythagorean tradition and whose eristical argument against the possibility (...) of learning is meant to be refuted by the paradoxical consequences about the slave-boy's learning Meno is made to admit. (shrink)

This book is an attempt "to give a systematic account of the development of plato's theory of knowledge" (page vii). thus it focuses on the dialogues in which epistemological issues come to the fore. these dialogues are "meno", "phaedo", "symposium", "republic", "cratylus", "theastetus", "phaedrus", "timaeus", "sophist", "politicus", "philebus", and "laws". issues discusssed include the theory of recollection, perception, the difference between belief and knowledge, and mathematical knowledge. (staff).

In this paper I wish to examine the meaning of the doctrine of anamnesis, with particular regard to the role assigned in it to sense-experience. I shall argue that an empirical interpretation of the doctrine as it is presented in the Meno is false, and that Plato is not concerned at all in the Meno with the question of the role of sense-experience in recollection; that the doctrine of the Phaedo shows an inadequate appreciation of the problems involved in assigning (...) a role to sense-experience, and is seriously inconsistent with what Plato says elsewhere, in the Phaedo and in other dialogues, about the senses and sensible images; that the revised and more responsible presentation of this doctrine in the Phaedrus is self-contradictory; that misinterpretations of the theory of anamnesis are due principally to either misinterpretation or neglect of what is said about it in the Meno, the custom of taking Phaedo 73 c ff. as specially representative of Plato's doctrine. (shrink)

It is argued that recollection in Plato's "Meno" is used as a metaphor, though not one for a priori knowledge: the point of comparison is the analogy between the processes of learning in the sense of coming to know from an error and recollecting something one has forgotten. Recollecting in this sense as well as correcting an error implies the becoming aware of a lack of knowledge previously unnoticed. It is shown that the geometry lesson (82b9-85b7) is intended to bring (...) out this analogy. It is argued further that the error to be corrected by the staging of the geometry lesson is an error of Meno's concerning the nature of knowledge. It is finally argued that Socrates' speech in 81a5-d5 is a parody of a Gorgian speech and that the learning-is-recollection statement in this passage is an allegorical conceit in the manner of Gorgias and Empedocles. (shrink)

In Ancient times, synesthesia was a form of perception sought after, as developed both by Pythagoras and by Aristotle. It was a degree of perception sought after for the perception of the divine. It was part of a definite aesthetics because art was supposed to permit access to synesthesia through very precise rules defined by Aristotle in his Rhetoric. Synesthesia was not an anomalous form of perception experienced by some writers only. It was supposed to be induced by certain masterpieces, (...) thus connecting the reader’s experience of synesthesia with the writer’s. The hypothesis of the present paper is that Nabokov knew those theories and that his knowledge of Ancient sources was not limited to Plato whom he quotes repeatedly in his interviews, but also comprised Aristotle. Not only did Nabokov know about that theory, some interviews, and some of his novels reveal a game with those sources and a quest for the reader’s synesthesia. The present article focuses on the two first pages of The Gift as a skillful implementation of Aristotle’s theory on synesthesia. (shrink)

In the so-called “erotic dialogues”, especially the Symposium and the Phaedrus, Plato explained why erotic desire can play an epistemic function, establishing a strong connection between erotic desire and beauty, “the most clearly visible and the most loved” among the Ideas. Taking the erotic dialogues as a background, in this paper I elucidate Plato’s explanation in another context, the one of the Phaedo, for discussing the epistemic function of erotic desire in relation to the deficiency argument and the affinity argument. (...) My claim is that the erotic desire of the philosopher is activated by the recognition of traces of the Ideas as something that the material world lacks and that, nevertheless, his soul is familiar with. This desire for the Ideas triggers the process of recollection, and thus erotic desire acquires a decisive role in the acquisition of knowledge in the Phaedo. In the final section of the paper, I highlight the contemporary relevance of Plato’s epistemology of erotic desire. (shrink)

Questions about learning and discovery have fascinated philosophers from Plato onwards. Does the mind bring innate resources of its own to the process of learning or does it rely wholly upon experience? Plato was the first philosopher to give an innatist response to this question and in doing so was to provoke the other major philosophers of ancient Greece to give their own rival explanations of learning. This book examines these theories of learning in relation to each other. It presents (...) an entirely different interpretation of the theory of recollection which also changes the way we understand the development of ancient philosophy after Plato. The final section of the book compares ancient theories of learning with the seventeenth-century debate about innate ideas, and finds that the relation between the two periods is far more interesting and complete than is usually supposed. (shrink)

Studies on Jaina logic based on third chapter of Prameyakamalamārtaṇḍa; includes text with English translation.

The style of arithmetic in the treatises the Neo-Pythagorean authors is strikingly different from that of the "Elements". Namely, it is characterised by the absence of proof in the Euclidean sense and a specific genetic approach to the construction of arithmetic that we are going to describe in our paper. Lack of mathematical sophistication has led certain historians to consider this type of mathematics as a feature of decadence of mathematics in this period [Tannery 1887; Heath 1921]. The alleged absence (...) of originality in these works has also given grounds to believe that “the arithmetic presented in these works derives substantially from an ancient, primitive stage of Pythagorean arithmetic” and to use them as “an index of the character of arithmetic science in the 5th century” [Knorr 1975]. In this paper, we take Nicomachus’ Introduction to Arithmetic for point of departure, because it is the richest and most well organised treatise representing this tradition. However, we also take into account the works of other Neo-Pythagorean authors. We are going to show that the Neo-Pythagorean arithmetic might have been developed in a natural, self-contained manner as a simple theory of counting over a domain of concrete initial objects, designated by fixed signs. This approach can be comfortably realised without appealing to assumptions of axiomatic character, but relying upon some ‘genetic’ constructions intented to be carried out by means of the designated entities. (shrink)

This paper discusses passages in Plato’s Phaedo which seem to contradict each other: at Phaedo 65a-d and at 66e-67a Plato seems to rule out that sense perception can be of any help in the acquisition of knowledge, whereas at Phaedo 74b-75a it is claimed that we get our knowledge of (the form of) equality only via the perception of equal things. I argue that the incompatibility of these passages is only apparent since in the first group of texts (all taken (...) from Socrates’ so-called apology) Socrates is made to represent the ‚true philosophers‘ (probably the Pythagoreans), whereas in the latter passages (from the recollection argument) he speaks in propria persona. I then discuss the question why Plato did insert in his dialogue a position which he does not share, and I finally argue that Plato did not believe in the recollection of the form of equality. (shrink)

이 논문은 헤겔이 『철학대계』의 표상 장 중 지능론에서 개진하는 ‘상기’의 개념을 다룬다. 지능, 즉 이론적 정신에 속하는 범주로서의 상기에 대한 헤겔의 이론을 고찰하는 작업이 제대로 이루어지기 위해서는 적어도 두 가지 비교 지점에 대한 선이해가 필요하다. 첫째, 지능의 한 단계로서의 상기는 하나의 미시적 범주로서, 헤겔의 정신철학 및 체계 전체의 변증법적 운동 방향을 특징짓는 거시적 차원의 상기 과정에서 일부분을 차지하는 하위단계를 의미한다. 그리고 이는 미시적 차원의 상기가 거시적 차원의 상기의 완성태에는 아직 이르지 못한다는 것을 동시에 의미한다. 둘째, 헤겔에게서 상기는 ‘기억’과도 범주적으로 구분된다. (...) 기억은 사유의 구성 요소인 ‘기호’를 그 기본 내용으로 하지만, 상기는 감각적대상의 존재와의 직접적 접촉에 의존하는 ‘직관’을 필수적 요소로 전제하기 때문이다. 이러한 체계적 맥락과 개념들 간의 상이성에 의거하여 필자는 1) 상기를 그 첫 번째 형태로 포함하는 ‘표상’에 대한 헤겔의 근본 입장을 ‘직관’과 ‘사유’와의 관계 및 그 비교의 준거틀이 되는, 인식 주체의 자발성의 강도를 염두에 두면서 고찰하고, 2) 지능론적 하위 범주로서의 상기의 세 국면, 즉 ‘심상’, ‘심상의 저장’ 및 ‘직관과 심상의 종합’을 그 내용과 과정을 중심으로 분석한 후, 3) 헤겔의 텍스트에 대해 제기할 수 있는 또 다른 쟁점들을 비판적으로 검토하는 순서로 이 논문을 구성하였다. (shrink)

Volume 6 of _The Collected Works of Eric Voegelin_ offers the first translation of the full German text of _Anamnesis_ published in 1966. The previous English edition, translated by Gerhart Niemeyer, focused largely on the sections of _Anamnesis_ dealing directly with Voegelin's philosophy of consciousness. It omitted some of the extensive historical studies on which the philosophy of consciousness was based. To properly understand Voegelin's work, however, it is essential to give equal weight to the empirical as well as the (...) philosophical aspects. This complete version of _Anamnesis_ captures the full integrity of his vision. It is at once scientific, in the sense of fidelity to the demands of historiographic scholarship, and philosophical, in exploring the significance of the texts for the meaning of human existence in society and history. _Anamnesis_ is a pivotal work within Voegelin's intellectual odyssey. Alone among Voegelin's books, it reveals an author looking back and taking stock of his growth rather than customarily forging ahead into new regions and new problems. This critical work is both a recollection of Voegelin's own development, reaching back even to his infant memories, and a demonstration of the anamnetic method as applied to a wide range of historically remembered materials. Written as more than just a collection of essays, _Anamnesis_ is the volume in which Voegelin works out for himself the reconceptualization of what _Order and History,_ and by definition his central philosophical approach, is going to be. By revisiting his previous work—a departure from Voegelin's usual scholarly habits—he found at last the literary form for the kind of empirical philosophical meditation that had long absorbed his labors. Parts I and III contain biographical and meditative reflections written by Voegelin in 1943 and 1965, respectively. The first part details the breakthrough by which Voegelin recovered consciousness from the current theories of consciousness. Part III begins as a rethinking of the Aristotelian exegesis of consciousness, and then expands into new areas of awareness that had not come within the knowledge of classic philosophy. Between these two meditative selections are eight studies that demonstrate how the historical phenomena of order gave rise to the type of analysis which culminates in the meditative exploration of consciousness. (shrink)

This essay explores the relevance of Socrates’ mythical introduction of recollection in the Meno. I argue that the passage at 81a5–e2 addresses different levels of understanding, a superficial and a deeper one, corresponding to a literal and a metaphorical reading respectively. The major themes addressed in this passage—the immortality of the soul, transmigration, rewards and punishments in the after-life, Hades, the kinship of all nature and anamnesis—have distinct meanings depending on whether we approach them with a Platonic or an Orphico-Pythagorean (...) eye. The literal understanding is appealing to Meno and is offered in reply to his challenge in order to persuade him to continue the investigation of virtue. It is, however, the deeper sense that Plato’s Socrates intends for a more philosophically attuned audience. (shrink)

This essay explores the relevance of Socrates’ mythical introduction of recollection in the Meno. I argue that the passage at 81a5–e2 addresses different levels of understanding, a superficial and a deeper one, corresponding to a literal and a metaphorical reading respectively. The major themes addressed in this passage—the immortality of the soul, transmigration, rewards and punishments in the after-life, Hades, the kinship of all nature and anamnesis—have distinct meanings depending on whether we approach them with a Platonic or an Orphico-Pythagorean (...) eye. The literal understanding is appealing to Meno and is offered in reply to his challenge in order to persuade him to continue the investigation of virtue. It is, however, the deeper sense that Plato’s Socrates intends for a more philosophically attuned audience. (shrink)

The cyclical theory f time, which is better known under the name of the 'theory of eternal recurrence,' is usually associated with certain ancient thinkers--in particular, Pythagoreans and Stoics. The most famous among those who have tried to revive the theory in the modern era is unquestionably Friedrich Nietzsche. It is less well known that the theory was defended also by C.S. Peirce and, as late as 1927, by the French historian of science, Abel Rey. The (...) contemporary discussion of the problem of the direction of time has a direct bearing on the problem of eternal recurrence. The primary purpose of this paper is to evaluate critically the theory itself and then to show how this critical analysis can be applied to Peirce's own version of this theory. (shrink)

CHAPTER I The Theory of Recollection I. SOCRATIC DOCTRINE IN THE EARLY DIALOGUES In Plato's early dialogues one of the most characteristic and at the same ...

In the literature on episodic memory, one claim that has been made by a number of psychologists, and that is also at least implicit in some of the accounts given by philosophers, is that being able to recollect particular past events in the distinctive way afforded by episodic memory requires the possession of aspects of a theory of mind, such as a grasp of the relationship between one’s present recollective experience and one’s own past perceptual experience of the remembered (...) event. In this paper, I re-examine what connection, if any, there is between episodic memory and theory of mind. I first criticize the dominant way in which this connection has been construed theoretically, which – perhaps influenced by other aspects of theory of mind research – has sought to link the possession of episodic memory primarily with a grasp of the idea of representation, or the idea of informational access. I then argue for a novel, alternative, way of connecting episodic memory and theory of mind, which focuses on the category of an experience, and on the role a grasp of that category might be seen to play in episodic recollection. In doing so, I also draw attention to a dimension of our understanding of the mental which remains as yet underexplored in the literature on theory of mind. (shrink)

In this paper we argue that autobiographical memory can be conceptualized as a mental state resulting from the interplay of a set of psychological capacities?self-reflection, self-agency, self-ownership and personal temporality?that transform a memorial representation into an autobiographical personal experience. We first review evidence from a variety of clinical domains?for example, amnesia, autism, frontal lobe pathology, schizophrenia?showing that breakdowns in any of the proposed components can produce impairments in autobiographical recollection, and conclude that the self-reflection, agency, ownership, and personal temporality are (...) individually necessary and jointly sufficient for autobiographical memorial experience. We then suggest a taxonomy of amnesic disorders derived from consideration of the consequences of breakdown in each of the individual component processes that contribute to the experience of autobiographical recollection. (shrink)

The Pythagorean tradition dominates the understanding of beauty up until the end of the 18th Century. According to this tradition, the experience of beauty is stimulated by certain relations perceived to be between an object/construct's elements. As such, the object of the experience of beauty is indeterminate: it has neither a determinate perceptual analogue (one cannot simply identify beauty as you can a straight line or a particular shape) nor a determinate concept (there are no necessary and sufficient conditions for (...) beauty at the semantic level). By the 13th Century in the West, the pleasure experienced in beauty is characterized as disinterested. Yet, on the basis that all cultural manifestations of the pythagorean theory of beauty recognize that judgments of beauty are genuine judgments, we would want to say that judgments of beauty are lawful. In addition, from ancient times, up until after Kant, philosophers of beauty within this tradition recognize two kinds of beauty: a universal, unchanging beauty coexisting with a relative, dynamic beauty. These two kinds of beauty and the tensions discussed above, are reconciled and dissolved respectively, according to the metaphysical/religious commitments of the particular author. As yet, however, these features of beauty have not been reconciled within a physicalist worldview. This is what I set out to do. (shrink)

The paper discusses various aspects of the concept of “cultural memory” coined by Jan Assmann and related both to the problem of determining the categories of culture that became the first objects of philosophical reflection in the era of the Axial Age and to the issues of the modern crisis of the ideology of globalism and multiculturalism. Using the example of some categories of an archaic myth that have not lost their cultural and social relevance at present, the variability of (...) the genesis of philosophy in various civilizations of the epoch of the “Axial Age” is demonstrated - both those in which it arises as an independent form of worldview and those where this process stops at the stage of a highly speculative myth. Special attention is paid to the cultural and social aspects of memory and recollection of the past as forms of spiritual “resistance” to external cultural influences and the preservation of religious and ethnic identity, which is equally relevant both during the genesis of philosophy and in modern post-industrial society during the crisis of globalist ideology and the philosophy of multiculturalism. (shrink)

An account of Plato’s theory of knowledge is offered. Plato is in a sense a contextualist: at least, he recognizes that his own use of the word for “knowledge” varies – in some contexts, it stands for the fullest possible level of understanding of a truth, while in other contexts, it is broader and includes less complete levels of understanding as well. But for Plato, all knowledge, properly speaking, is a priori knowledge of necessary truths – based on recollection (...) of aspects of the Forms – and so in contemporary terms, it meets the conditions of “safety” and “adherence” (or “indefeasibility”) to the highest degree. This account is defended on the basis of the text of Meno, Phaedo, and the Republic, against some objections – especially objections that are due to Gail Fine. (shrink)

Suhrawardi was a Persian philosopher of the 12th century and the founder of the school of "illumination" . He not only critically analyzed the rationalistic philosophy of the Peripatetics but by drawing from a variety of traditions such as Zoroastrianism, Pythagoreans, Hermeticism and Neo-Platonic philosophy he created an entirely new philosophical paradigm whose influence is still strong in many parts of the Islamic world. ;The central task of my thesis was to undertake an indepth and detailed study of Suhrawardi's (...) class='Hi'>theory of knowledge. The question I was concerned with is what does Suhrawardi mean when he says he knows the truth? To analyze Suhrawardi's epistemology I have first considered most of his writings in Persian and Arabic where his theory of knowledge is discussed. I have then considered his critique of empiricism, rationalism and other means of gaining knowledge. ;Following a philosophical analysis of Suhrawardis ideas I have elaborated on his mystical writings and then attempted to demonstrate the following: The means by which illumination is attained. The rational basis of illumination as a pure methodology for the knowing of truth. The scope and limits of this type of knowledge. The nature of the type of knowledge that is attained through illumination. The relationship between illumination, knowledge, truth and certainty. Suhrawardi's theory of knowledge known as "knowledge as presence". ;Following an extensive discussion of the above topics I have considered the influence of Suhrawardi and his school of illumination on Islamic philosophy in Iran and other regions. This discussion which is historical in nature also explains the roots of some of the philosophical movements which were inspired by Suhrawardi ;Finally, I have offered a critical analysis of Suhrawardi's philosophy and some of the charges which have been made in regards to his philosophy. (shrink)

I hope to show how Plato’s doctrines in these dialogues are meant to resolve questions in moral theory, by contrasting the theory of recollection, and the theory of desire, with Socratic theories of moral knowledge and motivation. These views of Socrates are parts of his general conception of virtue and moral knowledge as a craft ; I will outline the doctrines which belong to this general conception, and suggest some reasons why one of these doctrines leads Socrates (...) to another. First I will point to an important conflict between the theory of recollection in the Meno and Socratic views on moral knowledge, and to a further conflict between the account of desire in the Symposium and Socratic views on motivation. We will find that these two points of conflict are connected, and that Plato connects them in the Phaedrus. My aim is to present a plausible way of understanding certain Platonic doctrines; in the space available here I cannot argue for all the claims I make, but I hope the general picture will seem interesting enough to deserve more detailed defense or refutation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:163 HUME'S THEORY OF MOTIVATION In this paper I shall defend a Humean theory of motivation. But first I should like to examine some of the standard criticisms of this theory and some alternative views that are currently in favour. Both in the Treatise and the Enguiry Hume maintains that reason alone never motivates action but always requires the cooperation of some separate, and separately identifiable (...) desire-factor in order to bring about action. What are Hume's grounds for this view? In the Treatise. Hume writes: 'Tis obvious, that when we have the prospect of pain or pleasure from any object, we feel a consequent emotion of aversion or propensity, and are carry 'd to avoid or embrace what will give us this uneasiness or satisfaction.... 'Tis from the prospect of pleasure or pain that the aversion or propensity arises towards any object.... This passage suggests that the way we (and Hume) know about the presence of the separate desire factor which he claims is always needed to motivate our every purposive action is by being directly aware of some desire-feeling, by introspection, each and every time we act. There is however a familiar objection to this argument: no doubt we sometimes are aware of a feeling of desire when we act, e.g., in cases where we are motivated by strong emotions. But much of the time when we act calmly or casually, after having deliberated 'in a cool hour', or when performing routine and trivial acts, we are not directly aware of any desire-feeling at the time of action. 164 Hume is not unaware of this objection -- in reply to it he invokes his notorious doctrine of the calm passions. He writes: 'Tis natural for one, that does not examine objects with a strict philosophic eye, to imagine, that those actions of the mind are entirely the same, which produce not a different sensation, and are not immediately distinguishable to the feeling and perception. Reason, for instance, exerts itself without producing any sensible emotion; and except in the more sublime disquisitions of philosophy, or in the frivolous subtilities of the schools, scarce ever conveys any pleasure or uneasiness. Hence it proceeds, that every action of the mind, which operates with the same calmness and tranquillity, is confounded with reason by all those, who judge of things from the first view and appearance. Now 'tis certain, there are certain calm desires and tendencies, which, tho' they be real passions, produce little emotion in the mind, and are more known by their effects than by the immediate feeling or sensation. These desires are of two kinds; either certain instincts originally implanted in our natures, such as benevolence and resentment, the love of life, and kindness to children; or the general appetite to good, and aversion to evil, consider 'd merely as such. When any of these passions are calm, and cause no disorder in the soul, they are very readily taken for the determination of reason, and are suppos'd to proceed from the same faculty, with that, which judges of truth and falshood. Their nature and principles have been suppos'd the same, because their sensations are not evidently different. (T 417) The most obvious application of this argument would be to cases of cool, seemingly passionless 165 deliberation: e.g., in the course of planning the family budget I set aside funds for the children's education. A cursory inspection (or recollection) of the contents of my conscious mind at the time of acting would reveal to me some purely rational considerations that I had in mind at the time. I had some thoughts at the time whose contents are (roughly) expressible in such words as "If I don't put aside so much per month over so many years we will never be able to see them all through university." But cursory introspection or recollection would not detect any separately identifiable desire-factor present to my conscious mind at the time. Considered philosophical examination, Hume assures us, will reveal one, a 'calm' one -- in this case calm 'kindness to children'. Less obviously, the calm-passions argument, most naturally applicable to cases of deliberation... (shrink)

We simply cannot make sense of Socrates' procedure for cross-examining his interlocutors in the early dialogues if we insist that Socrates uses cross-examination only for the purpose of testing his interlocutor's claim to knowledge. This view of Socratic cross-examination cannot explain the fact that Socrates examines theses that he himself proposes and that neither he nor his interlocutor explicitly endorses. In contrast,the supposition that Socrates is inquiring on these occasions provides a good explanation for his procedure. When one is attempting (...) to gain true belief and knowledge, it is important to consider the cases that can be made for hypotheses that one has never before considered, much less believed to be true. (shrink)

Discussing Plato's views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today's increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato's work and highlights the contemporary relevance of Plato's ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that (...) educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato's theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato's educational theory within the pluralistic, democratic classroom setting. A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education. Mark E. Jonas is Professor of Education and Professor of Philosophy at Wheaton College, US. Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US. (shrink)

At Phaedo 86b7–c2 Simmias puts forward the theory that the soul is the attunement of bodily elements. Many scholars have claimed that this theory originates in the Pythagoreans, especially Philolaus. The claim is largely based on their reading of the Phaedo, since we have scarce doxographical evidence. In this paper I show that the dialogue in question does not constitute any evidence for the Pythagorean origin of Simmias’ attunement theory, and that it rather represents the theory (...) as stemming from a materialistic world view that had become widespread among people at that time. I also pursue the question how and why, then, the attunement theory was able to attract many people, by examining its relation to Socrates’ affinity argument. (shrink)

The obstacle to more objective knowledge of early Pythagoreanism is the ideological conflict over the proper mission of historiography. Not only the confusing evidence, but also the different investigative procedures and theories of history employed, make solving the Pythagorean problem difficult. I analyze the historiographic methodologies of some modern historians of Pythagoreanism in respect to the kinds of historical explanation they provide. Immediately ideological controversy arises between idealist and materialist historians. ;My critical evaluation proceeds from two theses. The content of (...) ideas reflects their social referents. Consequently, one must identify the class interests of early Pythagoreans. Writing history is a contemporary undertaking by which historians reflect their own social interests. Therefore, historiographic methodology continually must be objectified to overcome the subjectivism of historical relativism. ;I review the reconstructions of six historians. John Burnet, an empiricist, held that the Greeks entirely broke from their religious past to develop philosophy. F. M. Cornford, a Durkheimian, used anthropology to reveal philosophy's totemic content. J. E. Raven is a philologist; he maintaned that ancient philosophy was the Eleatic-Pythagorean debate. W. K. C. Guthrie, an eclectic, held that science served Pythagorean religious interests. These idealist historians attributed the Greek achievement to absolutized temperaments or racial factors; the development of ideas is not mediated by practical necessity. George Thomson and Alban Winspear are historical materialists. They explained ancient philosophy by showing the class interests of philosophers in a mercantile economy based on slave labor. ;After introducing the Pythagorean problem, I present, by chapter, first an exposition of each historian's account of the causes of Greek philosophy and then his exposition of early Pythagoreanism. My analyses follow each section. In the first part of the final chapter I discuss each historian in the context of the ideological controversy. In the second part I present a general outline of procedure for scientific historiography. (shrink)